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34th Congress^ ) HOUSE OF EEPRESENTATIVES. i Report 
Ist Session. f 'I No. 181. 



VOCATIONAL EDUCATION. 



February 12, 1916. — Committed to the Committee of the "V^liole House on the state 
of the Union and ordered to be printed. 



Mr. Hughes, from the Committee on Education, submitted the 



POE 

following 

REPORT. 

[To accompany H. R. 11250.] 



The Committee on Education, to whom was referred H. R. 11250, 
have considered the same, and submit the following report with the 
unanimous recommendation of the committee that the biU do pass. 

Vocational education as defined in this biU refers to that kind of 
practical education which is designed to prepare girls and boys for 
useful employment or occupation. It is especially designed to pre- 
pare workers for the more common occupations in which the great 
mass of our people find useful employment. As here used it means 
that form of education whose controlling purpose is to give training 
of a secondary grade to persons over 14 years of age for increased 
efficiency in useful employment in the trades and industries, in agri- 
culture, in commerce, and commercial pursuits, and in callings based 
upon a knowledge of home economics. 

This proposed legislation is based upon the theory that every occu- 
pation may be so filled as to reflect intelligent guidance. The activ- 
ities are endless. In the trades and industries the work of the 
carpenter, the mason, the baker, the stonecutter, the electrician, the 
plumber, the machinist, the toolmaker, the engineer, the miner, 
the painter, the typesetter, the linotype operator, the shoe cutter and 
laster, the tailor, the garment maker, the straw-hat maker, the weaver, 
the glove maker. 

In agriculture the work of general farming, orcharding, dairying, 
poultry raising, truck gardening, horticulture, bee culture, and stock 
raising. 

In commerce and commercial pursuits the work of the bookkeeper, 
the clerk, the stenographer, the typist, the auditor, and the 
accountant. 

In home economics the work of the dietician, cook, and housemaid, 
institution manager, and household d^^corator. 

The need of such education is suggested by the census of 1910. 
According to this census there were 12,659,203 persons in the United 

^ / 



2 VOCATIONAL EDUCATION. s*^.*^^ JP'\ 

States, botli male and female, engaged in agriculture. While it is 
impossible to secure accurate figures, it is probtibJe thrt less than 1 
per cent of these have had adequate preparation for farming. This 
means that there are over 12,000,000 people engaged in agriculture in 
this country who are not trained to deal with the soil in such a way as 
to make it produce, through scientific methods, what it should yield 
in order to sustain the present and future life of this Nation. 

Engaged in manufacturijig and mechanical pursuits and allied 
industries there were 14,261,876. It is equally correct to say that 
not one out of every hundred of these workers have had, or are having 
at the present time, any adequate chance to secure training. 

The American people have hardly begun the work of providing, for 
the practical education of these millions of our wageworkers. In 
this whole country there are fewer trade schools than are to be found 
in the little German kingdom of Bavaria, with a population not 
much greater than that of New York City. There are more worker? 
being trained at public expense in the city of Munich alone than in 
all the larger cities of the United States, representing a population of 
more than 12,000,000. It is substantially true that practically every 
German citizen who could profit by it may receive vocational training 
for his life work in the schools and classes supported out of the public 
treasury. 

The problem of production in the future must look less and less to 
the natural resources, which are limited, and must look more and 
more to the scientific possibilities, which are unlimited. In agri- 
culture our acreage is not to be greatly increased, but our demands 
wlU continue to grow. The limitation of production and a constant 
increase of the demands of consumption is the real problem. We 
must secure this skilled training, fh'st, to avoid waste in our resources, 
^nd, second, to find the new laws of production. 

This education is designed to reach at least three sources of waste — 

(1) The involuntary idle ; 

(2) The imperfectly employed; and 

(3) The improperly employed. 

This bill is designed to increase the efficiency of the wage earner, 
whether on the farm or in the industries, by insuring an intelhgent 
direction and application of energy in production- — an employer will 
pay more for brawn when directed by brain. 

When placed upon the basis of an investment, vocational training 
is a sane business proposition. We have 25,000,000 persons over 18 
years of age at work. If vocational training would augment the 
mcome by 10 cents per day, there would be an increase of wealth in 
the hands of the workers of two and one-half million dollars per day, 
or three-fourths of a billion dollars per year. 

Our country from the fu*st has laid great stress on education. It 
spends vast sums upon both secondary and higher education. The 
courses oi study in the secondary schools have been so arranged as to 
lay special emphasis on college entrance. 

This aspiration to go up higher is justified and most desirable for 
both the aspirant and the country, but it is not satisfactory to the 
great mass who for reasons or without reason faU out and go to work. 
While our schools are opened freely to every child, their aims and 
purposes are such that a m.ajority of the children are unable to take 
advantage of them beyond a certain grade, and hence do not secure 
at public expense a preparation for their work in life. Although 

D. of D. 

FEB**^2 1916 



VOCATIONAL EDUCATION. 3 

here and there we see the beginnings of chajge, it is still true that the 
schools are largely planned for the few who prepare for college rather 
than for the large number who go into industry. 

Only half of the children who enter the city elementary schools of 
the country remain to the final elementary grade, and only 1 in 10 
reaches the final year of high school. On the average, 10 per cent 
of the children have left school at 13 years of age; 40 per cent have 
left by the time they are 14; 70 per cent by the time they are 15; and 
85 per cent by the time they are 16 years of age. On the average the 
schools carry their pupils as far as the fifth grade, but in some cities 
great numbers leave below that grade. 

If we assume that all children should have a mininium school train- 
ing equivalent to the eight grades of the elementary school, we must 
acknowledge that the schools now furnish this minimum to less than 
half -the children who enter them. The rest leave school with in- 
adequate general education and with no special training to fit them 
for work. Vocational courses are therefore needed to attract and 
hold in school pupils who now leave because they are unable to ob- 
tain suitable preparation for useful employment. 

Only a meager percentage of the workers of to-day are trained 
for their work, and the armies of children going out from school at 
14 and 15 years of age annually swell the ranks of the untrained. 
Whether from necessity or not, the economic fact is that the mass 
of children go to work as soon as the laws of the various States permit. 
It is not solely because the children and their parents do not appre- 
ciate the value of an education that more than half of the entire 
number who enter the elementary school do not remain to complete 
it. It is, at least to some extent, because neither they nor their 
parents are able to see in the schools of to-day an opportunity for 
education and training to fit for callings which they must pursue. 
It is for the States aid the Nation, not only to see that these children 
are prepared for life's battles before they leave school, but to supple- 
ment their work by aftertraining in part-time and evening schools, 
so as to insure them the largest possible opportunity for development 
in everything that makes for useful and happy citizenship. 

The age at which a boy or girl is likely to drop out of school is the 
adolescent — just the period when he ought not to be allowed to drift 
because of the inevitable fruits of idleness. At this period the youth 
is trying to find himself. If he is to become a wage earner, the Nation 
ought to make it possible for him to easily find his field. It should be 
his choice rather than his lot. A system of continuation schools 
ought to be provided so that when the boy takes up some work it 
does not mean his education must stop. The two should not be 
alternative, but cooperative. It ought to be so provided that his 
work is but the application of his schooling. This is made possible 
by the part time and evening schools, both of which are made feasible 
by this bill. Under this scheme a boy at work does not mean a boy 
out of school. 

This bill is written upon the theory that the aim of utility in edu- 
cation is not inconsistent with the dignity and culture of training. 
This proposed legislation rests upon the principle that any piece of 
work that reflects thoughtfulness in the worker shows in that degree 
at least the element of culture. 

It is sought in this legislation to lessen the sources of social unrest 
among the masses, by not only giving a dignity to labor but the 



4 VOCATIONAL EDUCATION. 

opportunity of creative work and a fairly full expression of the 
worker's ability. In this way a higher standard of living among the 
workers is a legitimate result to be anticipated. 

Vocational education has already been inaugurated in many 
localities. Most of these efforts have been local, most by individual 
cities, some by States, as a State activity. But it has a national 
significance when viewed in the broadest sense and appeals for 
national aid from various reasons: (1) To help to solve a problem 
too large to be worked out extensively and permanently save by the 
whole Nation; (2) to help the States, with their widely varying re- 
sources, to carry the cost of giving vocational education and thereby 
to make this education possible in those States and localities already 
burdened with the task of meeting the requirements of general edu- 
cation; (3) to equalize among the States the large and unequal task 
of preparing workers whose tendency to move from State to State is 
making training for a life work a national as well as a State duty; 
(4) to give interest and prestige in the States to the work of preparing 
our youth for useful and productive service. 

National grants for agricultural and trade and industrial educa- 
tion are justified: (1) By the urgency of the demand for the effective 
training of our workers, which the States can not meet in time without 
Federal encouragement and aid; (2) by the interstate and national 
character of the problem, due to its nation-wide interest and impor- 
tance; (3) by abundant precedent, in appropriations by Congress 
throughout our entire history, for educational purposes, and in coop- 
eration between the Federal Government and the States, where team 
play was necessary to handling matters that could not be as well 
handled by the States alone; (4) by the successful results to the Na- 
tion as well as to the States of previous grants for educational pur- 
poses. 

Authority for this legislation is unquestioned. Precedents are nu- 
merous, as the following statement indicates : 

Total of national grants for education. 

[From Monroe's Cyclopedia of Education, article on "National Government of the United States and 

education."] 



Grant and purpose. 



1. For common schools: 

Sections for schools 

Saline grants 

Fi\ e per cent of land sales. 

Surplus revenue 

Internal improvement act.. 

Swamp-land grants 

Forest reserve per cent 



Total. 



Aid for hi!7her education: 

Uni, ersity grants 

Land-trrant colle,;'es: 

Grants of land 

Experiment .station grants. 

Laws 1890 and 1907 



Total . 



Acres 
granted. 



81,064,300 
900,000 



5,000,000 
45,000,000 



131,964,300 



Fund 

derised from 

sales. 



1103,000,000 
1,000,000 
7, lS7,3i6 

14,000,000 
6,000,000 

15,000,000 
1,000,000 



147,187,316 



13,736,178 
14,000,000 
23,920,000 



56, 656, 178 



Probable 

future 
ineome.i 



$410,000,000 

""7, '666,' 666 



8,0C0,000 

2,000,000 

125,000,000 



452,000,000 



27,500,000 

25,000,000 
130,000,000 
162,500,000 



145,000,000 



Total 
income. 



$513,000,000 
1,000,000 
14,000,000 
14,000,000 
14,000,000 
17,000,000 
26,000,000 



599,000,000 



32,500,000 

39,000,000 
44,000,000 
86,420,000 



! 200, 920, 000 



1 Calculated for 20 years from 1911 at present rate of increase. 

2 These totals are riot the correct sums of the items, but are given as shown in the work cited. 



VOCATIOlSrAL EDUCATION, 

Total of national grants for education — Continued. 



Grant and purpose. 


Acres 
granted. 


Fund 

derived from 

sales. 


Probable 
future 
income. 


Total 
income. 


3. Grants for other types of schools: 

Normal schools 


1,500,000 
560,000 
500,000 


$2,500,000 


$17,500,000 
5,600;000 
5,000,000 


$20,000,000 
5, 600, 000 


Deaf, dumb, and blind 


Reform schools 




5, 000, 000 








Total 


2, £60, 000 


2,500,000 


28,100,000 


30,600,000 








149, 299, 775 


206,343,494 


1725,100,000 


1 829, 520, 000 







' These totals are not the correct sums of the items, but are given as shown in the work cited. 

The bill allows nine years to put the system into full operation, 
when the maximum appropriation is reached. 

The table below gives the appropriations for the purpose by years, 
the total for each year, and the total grants for 1916 to 1925, inclusive: 





Section 2. 


Section 3. 


Section 4. 


Section 7. 




Year. 


Appropriation 

for agricultural 

teachers. 


Appropriation 

for trade and 

industrial 

teachers. 


A ppropriation 
for training of 
teachers, etc. 


Appropriation 

for Federal 
Board of Voca- 
tional Educa- 
tion. 


To tal for each 
year. 


1916-17 


$500,000 
750,000 
1,000,000 
1,250,000 
1,500,000 
1,750,000 
2.000,000 
2,500,000 
3.000,000 


1500, 000 
750,000 
1,000,000 
1,250,000 
1,500,000 
1, 750, 000 
2,000,000 
2,500,000 
3,000,000 


$500,000 
700,000 
900,000 
1,000,000 
1,000,000 
1,000,000 
1,000,000 
1,000,000 
1,000,000 


$200,000 
200,000 
200,000 
200,000 
200,000 
200,000 
200,000 
200,000 
200,000 


$1,700,000 
2,400,000 


1917-18 


1918-19 


3,100,000 


1919-20 


3, 700, 000 


1920-21 


4, 200, 000 


1921-22 


4,700,000 


1922-23 


5,200,000 
6,200,000 


1923-24 


1924-25 


7,200,000 




Total 


14,250,000 


14,250,000 


8,100,000 


1,800,000 


38,400,000 





The bill proposes Federal aid in two spheres — payment of salaries 
of teachers of agricultural subjects and of teachers of trade and indus- 
trial subjects and, secondly, appropriation for training of teachers 
of the foregoing subjects. 

Appropriations to the States for the salaries of teachers of agricul- 
tural subjects should be in proportion to their rural population, 
according to the last preceding United States census. This was 
the plan followed in the Smith-Lever Act in allotting moneys to the 
States for the teaching of agriculture through farm extension and 
demonstration work. A precedent has thus been established which 
the committee believe to be on the whole the most equitable basis 
of distribution. Appropriation for the salaries of teachers of trade 
and industrial subjects should be allotted to the States in proportion 
to their urban population. Since the appropriation for the training 
of teachers is to be used for the preparation of instructors for home 
economics as well as for agriculture and the trades and industries, it 
should be allotted to the States in proportion to their total population. 

The three following tables show the sums received by each State 
from each grant for the fiscal year 1916-17 and the sums they will 
receive when the increasing appropriations from year to year have 
reached the largest annual amount, which will be in 1924-25 in the 



VOCATIONAL EDUCATION. 



case of all salaries of teachers, and in 1919-20 in the case of the train- 
ing of teachers. The fourth table which follows gives the total 
amounts proposed for each State for all purposes for the first 10 years. 

Table shoxnng amounts ivhich each State would receive for the salaries of teachers, super- 
visors, or directors of agricultural subjects. 

[Allotments in proportion to the total rural population according to the last preceding United States 
census. Kach State is guaranteed not less than 55,000 for each year prior to' the close of the fiscal year 
1922-23, and not less than $10,000 for each year thereafter.] i 



State. 



Rural population. 



Number, 
1910. 



Percent- 
j age dis- 
tribution. 



Allotment, 
1916-17. 



Maximum 

allotment, 

1924-25. 



Special 

allotment 

to guarantee 

$5,000 to 

each State 

in 1916-17.2 



Special 
allotment 

to guarantee 
$10,000 to 
each State 

in 1923-24.2 3 



Alabama . . 

Arizona 

Arkansas 

California 

Colorado 

Connecticut 

Delaware 

Florida 

Georgia 

Idaho 

Illinois 

Indiana 

Iowa 

Kansas 

Kentucky 

Louisiana 

Maine 

Maryland 

Massachusetts 

Michigan 

Minnesota 

Mississippi 

Missouri 

Montana 

Nebraska 

Nevada 

New Hampshire 

New Jersey 

New Mexico 

New York 

North Carolina , 

North Dakota , 

Ohio 

Oklahoma 

Oregoa 

Peimsylvania 

Khode Island 

South Carolina 

South Dakota 

Tennessee 

Texas 

Utah 

Vermont 

Virginia 

Washington 

West Virginia 

Wisconsin 

Wyoming 

Total, United States 



1,767,662 

141,094 

1.371,768 

907,810 

394, 184 

114.917 

105, 2 7 

5^3.529 

2,070,471 

255.696 

2,161,662 

1,557,041 

1,544,717 

1,197,1.59 

1,7.4,463 

1,159.872 

360 928 

6 7,154 

241,049 

1,483,129 

1,225,414 

1,589,805 

1,894,518 

242, 6 13 

881,362 

68, .508 

175, 473 

629,957 

2*0,7 

1,928,120 

1,887,813 

513,820 

2,101,978 

1.337,000 

365, 705 

3,0 '4,442 

17,9,56 

1,290,568 

507, 215 

1,734,744 

2,958,438 

200, 417 

187.013 

1,. 585, 083 

5 •.6,460 

992, 877 

1,329.540 

102.744 



49.348,883 



3.58 

.29 
2.78 
1.84 

.80 

.23 

.21 
1.08 
4.20 

.52 
4.38 
3.16 
3.13 
2.43 
3.51 
2.35 

.73 
1.29 

.49 
3.01 
2.48 
3.22 
3.84 

.49 
1.79 

.14 

.36 
1.28 

.,56 
3.91 
3.83 
1.04 
4.25 
2.71 

.74 
6.15 

.04 
2.62 
1.03 
3.53 
5.99 

.40 

.38 
3.21 
1.09 
2.01 
2.69 

.21 



100.00 



.817,900 

1,4.50 

13,900 

9,200 

4,000 

1,1.50 

1,0.50 

5,400 

21,000 

2, 600 

21,900 

15, 800 

15,650 

12, 1.50 

17,550 

11,7.50 

3,650 

6. 450 

2,4.50 

15.0.50 

12,400 

16, 100 

19,200 

2,450 

8,9.50 

700 

1,800 

6,400 

2,800 

19,5.50 

19, 1.50 

5.200 

21,2.50 

13,550 

3. 700 

30, 7.50 

200 

13,100 

5,150 

17.a50 

29,950 

2,000 

1,900 

16,0.50 

5, 450 

10,050 

13,450 

1,0.50 



500,000 



$107, 
8, 
83, 
.55, 
24, 
6, 
6, 
32, 

126, 
15, 

131, 
94, 
93, 
72, 

105, 
70 
21, 
38, 
14, 
90, 
74, 
96, 

115, 
14, 
53, 
4, 
10, 
38, 
16, 

117, 

114, 
31. 

127, 
81, 
22, 

1,84. 

1, 

78, 

30, 

105, 

179, 
12, 
11, 
96, 
32, 
60 
80, 
6, 



$3,550 



$2,750 



1,000 
3,8.50 
3,950 



4.250 
4,750 



2,400 



1,3.50 



2,550 



2,5.50 



4,300 
3,200 



6, .500 
1,000 



3,000.000 



1,300 



4,800 



9,000 



3,000 
3,100 



500 



3,9.50 



4,750 



47, 050 



33,500 



1 The amounts are based on the census of 1910. They would, ot course, be changed somewhat by the 
census ot 1920, for all allotments after that year. 

2 Since the total appropriation to the States is increasing each year, the amount of tne special allotment 
to the smaller States necessary to guarantee S5,000 annually and $10,000 annually will, of course, decrease 
each year. 

3 Based on the apportionment of $2,500,000. 



VOCATIONAL EDUCATION. 



Table showing amount ivhich each State ivould receive for the training of teachers under 

the proposed legislation. 

[Allotments in proportion to total population according to the last preceding United States census. Fach 
State is guaranteed not less than $5,000 for each year prior to the close of the fiscal year 1919 and $10,OOQ 
for each year thereafter.] i 





Population. 


Allotment, 
1916-17. 


Maximum 
allotment, 
1919-20, and 
annually 
thereafter. 


Special allot- 
ment to guar- 
antee S5,000 
to each State 
in 1916-17.2 


Special allots 
ment to guar» 


State. 


Number. 


Percent- 
age distri- 
bution* 


antee $10,000 

to each State 

beginning 

1919-20.1' S 


Alabama 


2,138,093 

204,354 
1,574,449 
2,377,549 

799,024 
1,114,756 

202,322 

331,009 

752, 619 
2,609,121 

325,594 
5,638,591 
2,700,876 
2,224,771 
1,690,9^9 
2,289,905 
1,656,388 

742,371 
1,295,346 
3,366,416 
2,810,173 
2,075,708 
1,797,114 
3,293,335 

376,053 

1,192,214 

81,875 

430,572 
2,537,167 

327,301 
9,113,614 
2,206,287 

577,056 
4, 767, 121 
1,657,155 

672, 765 
7,665,111 

542,610 
1,515,400 

583,888 
2,18J,789 
3,890,542 

37.3,351 

355,956 
2,061,612 
1,141,990 
1,221.119 
2, 333, .SCO 

145,9.5 


2.32 

.22 
1.71 
2.58 

.87 
1.21 

.22 

.36 

.82 
2.84 

.35 
6.13 
2.94 
2.42 
1.84 
2.49 
1.80 

.81 
1.41 
3.66 
3.05 
2.26 
1.95 
3.58 

.41 
1.30 

.09 

.47 
2.76 

.36 
9.91 
2.40 

.63 
5.18 
1.80 

.73 
8.33 

.59 
1.65 

.63 
2.37 
4.24 

.41 

.39 
2.24 
1.24 
1.33 
2.54 

.16 


$11,600 
1,100 
8,550 
12,i,00 
4,350 
6,050 
1,100 


$23,200 
2,200 
17, 100 
25, 800 
8,700 
12, 100 
2,200 






Arizona... 


$3,900 


.$7,800 


Arkansas 


California 






Colorado 


650 


1,300 


Connecticut 


Delaware 


3,900 


7 800 


District of Columbia 




Florida 


4,100 

14,200 

1, 7,50 

30,650 

14, 700 

12, 100 

9,200 

12, 450 

9,000 

4,050 

7,050 

18,300 

1.5,250 

11,300 

9, 7.50 

17,900 

2,050 

6,500 

450 

2,350 

13, 800 

1,800 

49,550 

12,000 

3,150 

25,900 

9,000 

3,650 

41,(50 

2,950 

8,250 

3,150 

11,850 

21,200 

2,050 

1,950 

11,200 

6,200 

6, (.50 

12, 7C0 

800 


8,200 
28,400 

3,500 
61,300 
29, 400 
24,200 
18,400 
24,900 
18,000 

8;ioo 

14, 100 

•36,eco 

30, .500 
22, 600 
19; .500 
35,800 

4,100 

13, 000 

900 

4,700 
27,600 

3,600 
99, 100 
24,000 

6,300 
51,800 
18,000 

7,300 
83,300 

5,900 
16, 500 

6,300 
23, 700 
42, 400 

4,100 

3,900 
22, 400 
12,400 
13,300 
25, -^00 

1,600 


900 


1,800 


Georgia 


Idaho 


3,250 


6,500 


Illinois 


Indiana 






Iowa 






Kansas 






Kentucky 






Louisiana 






Maine 


950 


1,900 


Maryland 


Massachusetts 






Michigan 






Minnesota 






Mississippi 






Missouri 






Montana .... 


2,950 


5,900 


Nebraska 


Nevada 


4,550 
2,650 


9,100 


New Hampshire 


5,300 


New Jersev 




New Mexico 


3,200 


6,400 


New York 


North Carolina 






North Dakota 


1,850 


3,700 


Ohio 


Oklahoma 






Oregon . .. 


1,350 


2,700 


Pennsylvania 


Rhode Island 


2,050 


4,100 


South Carolina 




South Dakota 


1,850 


3,700 


Tennessee 


Texas 






Utah 


2,950 
3,050 


5,900 


Vermont 


6,100 


Virginia 




Washington 


















Wyoming 


4,200 


8,400 






Total, United States. 


91,972,206 


100.00 


600,000 


1,000,000 


44,200 


88,400 



1 The amounts are based on the census of 1910. They will, of course, be changed somewhat by the census 
of 1920 for all allotmeuts after that year. 

2 Siace the total appropriation to the States is increasing each year, the amount ol the special allotment 
to the smaller States necessary to guarantee $5,000 annually and $10,000 annually will, of course, decrease 
each year. 

3 Based on the apportionment of $1,000,000. 



VOCATIONAL EDUCATION. 



Table showing amount which each State would receive for the salaries of teachers of trade 
and industrial subjects under the proposed legislation. 

(Allotments in proportion to the total urban population, according to the last preceding United States 
census. Each State is guaranteed not less than $5,000 for each year prior to the close of the fiscal year 
1922-23, and not less than $10,000 for each year thereafter.] i 





Urban population. 


Allotment, 
1916-17. 


Maximum 

allotment, 

1924-25. 


Special 

allotment to 

guarantee 

$5,000 to 
each State in 

1916-17.2 


Special 
allotment to 


State. 


Number. 


Percent- 
age dis- 
tribu- 
tion. 


guar,i,ntee 

.yio.ooo to 

each State 
beginning 
1923-24.2 3 




370,431 
63,260 
202,681 

1,469, 7 '9 
404, 840 
990.8 9 
97,085 
.331,069 
219, 080 
5;-8,650 
69,898 

3,476,929 

1,14;,8:'.5 
680,054 
49 :, 790 
555, 442 
496,516 
381,443 
658, 192 

3,125,367 

1,. 327, 044 
8.50,294 
207,311 

1,398,817 

133, 420 

310,852 

13,367 

255.099 

1,907,210 
46,, 571 

7, 185, 494 

318,474 

63,236 

2,665,143 
320. 155 
307,060 

4,6 0,669 
524,651 
224,8'~2 
76,673 
441.015 
9"!8. 104 
172.934 
168,943 
476,529 
605.5.0 
228,212 

1,004,320 
43,221 


0.87 

.15 

.48 

3.45 

.95 

2.35 

.21 

.78 

.51 

1.26 

.16 

8.16 

2.68 

1.60 

1.16 

1.30 

1.16 

.,89 

1.54 

7.33 

3.11 

1.99 

.49 

3.28 

.31 

.73 

.0? 

.60 

4.47 

.11 

16.86 

.75 

.15 

6.25 

.75 

.72 

10.86 

1.23 

.53 

.18 

l.OS 

2.20 

.41 

.40 

1.12 

1.42 

.,54 

2.36 

.10 


$4,350 
750 

2.100 
17. 2.50 

4,7.50 
11,750 

1,1.50 


$26, 100 

4,. 500 

14,400 

10 \ 500 

28,500 

70,500 

6,900 


$650 
4,2.50 
2,600 






$6,250 


Arkansas 




r'alifornia 




Colorado 


250 




Connecticut 




I)elaware 


3, 8.50 


4,250 


District of Columbia 


Florida 


2, .550 

6,: 00 

SOO 

40. SOO 

13, 400 
8,000 
5, 800 
6,500 
5,800 
4,500 
7,700 

.36,650 

15,5.50 
9.950 
2,450 

16, 400 

1, 5.50 

3,6.50 

1.50 

3,000 

22,3.50 
5.50 

81,300 

3,750 

750 

31,2.50 
3,750 
3,600 

.54,. ■'OO 
6,150 
2,650 
900 
5, 1.50 

11,000 
2,050 
2 000 
5,600 
7,100 
2.700 

11,800 
500 


15,300 

37, 800 

4,800 

244.800 
80, 400 
48.000 
31,800 
39,000 
34,800 
27,000 
46. 200 

219,900 
9;, 300 
59. 700 
14, 700 
98, 400 
9, TOO 
21,900 
900 
18,000 

134, 100 
3,300 

505,800 

22.500 

4,500 

187.500 
22, .500 
21,600 

325, 800 
36.e00 
15,900 
5, 400 
30.900 
66,000 
12,:00 
12,000 
33,600 
42,600 
16,200 
70,800 
3.000 


2,450 








Idaho 


4,200 


6,000 






Indiana 












Kansas 






Kentucky 












Maine 


500 








Massa chusetts 












Miimesnta 








2,550 








Mont ana 


3,450 
1,3,50 
4,8,50 
2,000 


2,250 


Nebraska 


Nevada 


9,250 


New Hampshire 




New Jersey 






4,450 


7, 2.50 








1,2.50 
4,2.50 




North Dakota 


6,2.50 


Ohio 


Oklahoma 


1,2,50 
1,400 




Orefon 




Pennsylvania 










South Tarolina 


2,350 
4,100 




South Dakota 


.5,500 




Texas 






Utah 


2,9-50 
3,000 




Vermont 








"Washinfton . 








2,300 








Wyoming 


4,500 


7,500 






Total, United States. 


42,623,383 


100.00 


500,000 


3,000,000 


64, 750 


54.500 



> The amounts are based on the census of 1910. They would, of course, be changed somewhat by thfl 
Kensus of 1920 for all allotirents after that year. 

2 Since the total appropriation to the State is increasing each year, the amount ol the special allotment 
to the smaller States necessary to guarantee $5,000 annually and $10,000 annually will, of course, decrease 
«ach year. 

2 Based on the apportionment ol $2,500,000. 



VOCATION^AL EDUCATION. 9 

Total amount to he disbursed as national grants for vocational education during years 
ending June SO, 1917 to 1926. 

[The totals for United States are somewhat in excess of the sums for the 48 States, because- while the allot- 
ments are based on the total population of the United States no rappropri^tion is pro\ ided for the Dis- 
trict of Columbia.] 



State. 



Alabama 

Arizona 

Artcansas 

California 

Colorado 

Connecticut 

Delaware 

Florida 

Georgia 

Idaho 

lUinjis 

Iniiana 

1 wa . r. 

Kansas 

K entiicijy 

Louisiana 

Maine 

Maryland 

Mass ichusetts ^ 

Michigan 

Minnesota 

Mississippi 

Missouri 

Montana 

Nebraska 

Nev'ada 

New Hampshire 

New Tersey 

New Me ^ico 

New York 

North Carolina 

North Dakota 

Ohio 

Oklahoma 

Oregon 

Pennsylvania 

Rhode island 

South Carolina 

South Dakota 

Tennessee , 

Tes-as 

Utah 

Vermont 

Virginia 

Washington 

West \ irginia 

Wisconsin 

Wyoming 

Total, United States 



1917 



15 
27 
39 
15 
22 
15 
15 
41 
15 
93 
43 
35: 
27: 
3(j 
2(j 
15 
21: 
59' 
45: 
33 
30 
53 
15: 
20: 
15: 
15! 
43' 
15: 

153: 
36' 
15. 
78' 
27: 
15; 

120 
16! 
26; 
15; 
34; 
62, 
15: 
15: 
32: 

is; 
21; 

37; 

15, 



,500 
000 
-,50 
350 
000 
,800 
000 
^00 
500 
000 
350 
900 
750 
150 
,500 
,550 
000 
200 
9o0 
850 
,660 
850 
500 
000 
450 
000 
000 
550 
000 
^00 
150 
200 
400 
550 
000 
700 
150 
350 
150 
650 
150 
000 
000 
850 
750 
700 
950 
000 



1,056,000 



1918 



$49,615 
15,000 
37,820 
57, /35 
19,2i5 
31,095 
15,000 
18,8-0 
60,830 
15,000 

136,9,0 
6., 380 
52,415 
39, 805 
53,605 
38,925 
17,8J5 
31,095 
85, 595 
67, 250 
49, 345 
42, 800 
78, 4t.O 
16,000 
28,000 
15,000 
15,000 
62,445 
15,000 

225, 145 
51, 150 
17,800 

115,010 
38,550 
16,060 

185, 885 
19,225 
36,200 
17, 725 
50, 790 
91,105 
15,000 
15, 000 
48,155 
27, 505 
29,385 
55, (-55 
15,000 



2,307,740 



1919 



$65 
16 
48 
76 
25; 
39 
15 
23 
80 
15 

18j 
84, 
69' 
52 
70 
51 
23 
40 

111 
88 
65 
54 

103 
15 
36; 
15 
16 
82 
15 

296; 
67 
21 

151 
50 
21 

245 
22 
46 
20 
66 

120 
15 
16 
63 
36 
37; 
73 
15 



2, 977, 880 



1920 



20 
57 
9i 
31 
46' 
20 
29 
90 
21 
2i8 
102 
83 
60 

85; 

61 
30 
49 

134 

107 
78 
65 

12> 
21 
44 
20 
22 
99 
22 

358 
81 
28 

183; 
61 

28; 

296' 

3o; 

55 
27 
80 
144 
20 
20 
76 
43 
45 
88 
20; 



$89,950 
20,000 
66,000 

105, 150 
36,250 
52,350 
20, 000 
33,850 

110,300 
22,800 

249,400 

117,000 
95, 150 
72,250 
97,060 
70,650 
34,450 
56,550 

153,900 

12>^,3C0 
89,050 
75, 150 

142,(00 
22,350 
50,800 
20,000 
24,400 

113,850 
23,^00 

410,650 
92, 700 
30,600 

209,300 
69,900 
31,900 

338,460 
33,450 
63, 750 
30,450 
92, 100 

165,250 
22, 150 
21,700 
87,350 
50,050 
51, 550 

101,150 
20,000 



3,632,400 



4,125,300 



10 



VOCATIONAL EDUCATION. 



Total amount to be disbursed as national grants for vocational education during years 
, ending June 30, 1917 to 1926— Concluded. 



state. 


1922 


1923 


1924 


1925 and 1926 
each. 


Total for 10 
years. 


Alabama 


$101,075 
20,075 
74,150 

118,375 
40,625 
58, 225 
20,000 
37, 825 

123,950 
24,100 

280,750 

131,600 

106,975 
81,225 

109,075 
79,425 
38, 525 
63,625 

173,450 

137, 600 
90,825 
84,425 

160, 400 
24,000 
57, 100 
20, 000 
26,800 

128, 225 
24,800 

462, 575 

104, 150 
33, 200 

235, 550 
78, 550 
35, 550 

380,975 
36,525 
71,625 
33,025 

103, 500 

185, 725 
24,175 
23,650 
98, 175 
56,325 
57, 925 

113,775 
20, 000 


$112,200 
2Q, 800 
82,300 

131,600 
45,000 
64, 100 
20, 000 
41,800 

137, 600 
25,400 

312, 100 

146, 200 

118,800 
90, 200 

121,100 
88, 200 
42,600 
70, 700 

193, 000 

162,900 

112,000 
93, 700 

178,200 
26,000 
63,400 
20,000 
29,200 

142,600 
26, 200 

514, 500 

115,600 
35, 800 

261,800 
87, 200 
39, 200 

423, 500 
39, 600 
79, 500 
35,600 

114,900 

206, 200 
26, 200 
25, 600 

109, 000 
62, 600 
64,300 

126, 400 
20,000 


$134, 450 

30,000 

98,600 

158,050 

53,750 

80, 850 

, 30,000 

49, 750 

164,900 

33,000 

374,800 

175,400 

142,450 

108, 150 

145, 150 

105, 750 

50, 750 

84,850 

232, 100 

183, 500 

134,350 

112,250 

213, 800 

32,250 

76, 000 

30, 000 

35,000 

171,350 

34,000 

618,350 

138,500 

46,000 

314,300 

104, 500 

46,500 

508, 550 

50, 750 

95, 250 

45, 750 

137,700 

247, 150 

30,250 

30,000 

130,650 

75, 150 

77, 050 

151,650 

j 30,000 


$156, 700 

30,-000 

114,900 

184, 500 

62, 500 

92,600 

30, 000 

57,700 

192,200 

35, 600 

477, 500 

204,600 

166, 100 

126, 100 

169, 200 

123,300 

58,900 

99, 000 

271,200 

214,100 

156, 700 

130,800 

249, 400 

34, 700 

88,600 

30,000 

38, 800 

200, 100 

36,800 

722, 200 

161,400 

51,200 

366, 800 

121,800 

53,800 

593,600 

56, 900 

111,000 

50,900 

160, 500 

288, 100 

34,300 

33, 400 

152,300 

87, 700 

89, 800 

176,900 

30,000 


$979,395 




215,875 


Arkansas 


722, leo 




1,147,305 




392, 045 




580,485 




215,000 


Florida 


366,020 




1,200,290 




243, 200 




2,720,980 




1,274,940 




1,036,145 




786,715 




1,056,315 




769,275 




370,985 




616,485 




1,685,985 


Michigan 


1,333,250 




966, 735 


Mississippi 


821,400 




1,553,980 




240, 125 




554,350 




215,000 




261,500 




1,244,035 


New Mexico 


249,600 
4,484,635 




1,009,700 


North Dakota 


330,070 


Ohio 


2,282,630 




761,900 




.341,230 




3,692,255 




362, 485 




696, 900 


South Dakota 


328, 345 




1,002,270 


Texas . 


1,798,615 


rtah 


236, 500 




232, 750 


Virginia 


950, 765 




545, 815 


West Virginia 

Wisconsin 

Wyoming 


564, 155 

1,102,265 

215,000 






Total, United States 


4,619,450 


5,114,600 


i 6,176,400 

1 


7,162,200 


44,934,170 



A further statement of the needs of Federal aid will be found in 
Chapter II, pages 30-39, of the Report of the Commission on National 
Aid to Vocational Education. 

A fairly full discussion of the kinds of vocational education pro- 
posed in this bill wiU be found in Chapter III, pages 40-54, in the 
same report. 

The basis upon which the Federal aid is to be granted is fully 
stated in the report in Chapter IV, pages 55-61. 

The extent to which Government should go is fully set out in 
Chapter V, pages 62-69. 

The conditions which must be met are discussed in Chapter VI, 
pages 70-77. 

A brief statement of what the bill proposes is as foUows : 



VOOATIONAL EDUCATION. 11 

I. SCOPE OF THE GEANTS. 

1 . That national grants be given to the States for the purpose of 
stimulating vocational education in agriculture and in the trades and 
industries. 

2. That grants be given in two forms — 

(a) For the training of teachers of agricultural, trade and indus- 
trial, and home economics subjects. 

(b) For the paying of part of the salaries of teachers, supervisors, 
and directors of agricultural subjects and of teachers of trade and 
industrial subjects. 

3. That appropriations be made to a Federal board for making 
studies and investigations which shall be of use in vocational schools. 

II. AMOUNT OF THE GRANTS. 

1. For the salaries of teachers, supervisors, and directors of agri- 
cultural subject: That there be appropriated to the States the sum 
of $500,000 for the fiscal year 1916-17; this amount to be increased 
at the rate of $250,000 a year until a total of $2,000,000 is reached 
in the fiscal year 1922-23, and thereafter the annual increase to be 
at the rate of $500,000 a year until a total maximum appropriation 
of $3,000,000 is reached in 1924-25. 

2. For the salaries of teachers of trade and industrial subjects: 
That there be appropriated to the States the sum of $500,000 for the 
fiscal year 1916-17; this annual amount being increased for each 
subsequent year in the same manner as the grants for the teachers 
of agricultural subjects until the same maximum of $3,000,000 is 
reached in 1924-25. 

3. For the training of teachers of agricultural, trade and industrial, 
and home economics subjects: That there be appropriated to the 
States the sum of $500,000 for the fiscal year 1916-17, $700,000 for 
the fiscal year 1917-18, $900,000 for the fiscal year 1918-19, $1,000,- 
000 for the fiscal year 1919-20, and annually thereafter. 

4. For the work of the Federal Bureau for Vocational Education: 
That there be appropriated $200,000 annually, this money to be used 
in administering the grants to the States and in furnishing informa- 
tion and advice to the States for use in vocational schools and classes. 

The maximum in each case above is continued annually thereafter. 

III. KINDS OF SCHOOLS AIDED BY GRANTS. 

1. That the schools aided in part by the National Government 
should be schools under public supervision or control. 

2. That the education given in these schools should be of less than 
college grade. 

3. That they should be designed to prepare boys and girls over 14 
years of age for useful or profitable employment in agriculture and in 
the trades and industries. 

4. That the schools should be of three types m order to meet a 
variety of needs : 

(a) . All-day schools in which practically half of the time should be 
given to actual practice for a vocation on a useful or productive basis. 



12 VOCATIONAL EDUCATION. 

(h). Part-time schools for young workers over 14 years of age, which 
should extend either their vocational knowledge or give preparation 
for entrance to a vocation or extend the general civic or vocational 
intelligence of the pu])ils. 

(c). Evening schools to extend the vocational knowledge for ma- 
ture workers over 16 years of age. 

IV. ADMINISTRATION. 

1. That the States, in order to receive national grants for voca- 
tional education, designate or create State hoards, through whom the 
National Government would deal: the determination of such boards 
to be left entirely to the States. 

2. That a Federal board be created, consisting of the Commissioner 
of Education, who shall be chairman of the board, and four associate 
members, to be appointed by the President, to administer the funds 
and to cooperate with the States in promoting vocational education. 

V. CONDITIONS. 

1. That the Federal statute providing for national grants to the 
States for vocational education set up conditions safeguarding the 
proper expenditure of the money for the purposes designed and insur- 
ing a minimum degree of efficiency in the work. 

2. That the States, through their legislative authorities, formally 
accept the comlitions of the Federal statute providing national grants. 

3. That the States provide for the proper custody and disbursement 
of the Federal grants allotted to them. 

4. That the State board, with the approval of the Federal Board for 
Vocational Education, lormulate plans for the administration of the 
grants in conformity with the provisions of the Federal statute, and 
establish minimum requirements for the State as to the qualification 
of teachers and the equipment of schools. 

.5. That for each dollar paid from Federal grants allotted to any 
State for the salaries of vocational teachers, or for the training of 
vocational teachers, the State or local comnuinity, or both, shall 
expend an equal amount for the same purpose, and shall in addition 
meet all other costs of plant, equipment, and maintenance, including 
the salaries of all teachers necessary to complete well-rounded courses 
of instruction. 

6. That the State receive its allotment annually so long as it uses 
the funds allotted to it in conformity with the purposes and provisions 
of the Federal statute. Payment on allotments shall be made 
quarterly. 

For a more comprehensive statement we recommend an examina- 
tion of the Report and Flearings of the Commission on National Aid 
to Vocational Education created by the Sixtv-tliird Congress. 

o 



LIBRARY OF CONGRESS 



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